In recent years, the improvement in learning and teaching English for Specific Purposes (ESP) is attracting more interest from universities and managers in Vietnam. ESP students are usually adults who already have some knowledge of English and are learning the language to communicate a set of professional skills as well as performing job-related functions. The ESP program is therefore built on assessment of purpose, needs and functions for which English is required, as well as the expectations of ESP learners who attend such courses. Previous research reflects the reality as well as the difficulties of the situation where the curriculum, teaching materials, learners and teachers are facing challenges. According to Evans and St. John (1998) the teacher, course designer and material provider, collaborator, researcher and evaluator are the key roles which have been identified for ESP practitioners. ESP teachers bear the extra burden of being familiar with content. This study aimed to identify the difficulties in learning and teaching an ESP program for tourism students at Can Tho University (CTU). It was found that ESP teaching should not be limited to the formal instructional setting but incorporate other methods, such as self-access study, project work, and cooperative learning in the learning-teaching program. It was found that learners should actively participate in the process of content material selections, curriculum development and teaching methodology to ensure motivation of the program participants. The article gives some recommendations for improving effectiveness in learning and teaching ESP that would help students meet the English requirements for their work and lives.